St Benedict's Catholic Primary School
All children in England between the ages of 5 and 16 years are entitled to a free place at a state school. Legally your child reaches compulsory school age at the beginning of the term following his/her fifth birthday. In Warrington, however, it is current policy to provide education from the beginning of the school year in which your child is 5 years old. This means that a school place will be available in the September following your child’s fourth birthday. Mainstream state schools are funded by the Local Authority (LA), follow the National Curriculum and are regularly inspected by the Office for Standards in Education (Ofsted).
Information about the school can be found on their website.
Extended Services through schools
Extended services are additional services and activities offered by schools to pupils, their families and the community. These services often take place outside of normal school hours and can include access to childcare, sports activities and support for learning. Find out what might be on offer and get information about possible costs and financial help.
Childcare provision related to this school
- St Benedict's Catholic Primary (N)
Please see separate entry under 'nursery' for more details.
- Ben's Buddies Link Club
Please see separate entry under 'childcare' for more details.
- Childminders also provide out of school care and some may have specified they pick up/drop off from this school.
Please contact the Families Information Service for more details.
For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington, including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer & toddler groups, leisure activities and much more.....
Other Useful contacts
WBC school admission, transport and pupil services team 01925 446226
Who to contact
- Contact Name
- Mr Liam Anderson
- Contact Position
- Head Teacher
Fax: 01925 234701
Where to go
St. Benedicts Catholic Primary School
- WA2 7SB
- Local/National Service?
At St Benedict's, our aim is to promote the values of Catholic faith throughout our daily life. Through the work of the school we aim to engender values which are relevant to all the aspects of our life both now and in the future. All children are accepted and respected within our school and we aim to provide a fully inclusive school community. We provide our children with a broad, balanced and high-quality curriculum.
- Contact Name
- Mr Liam Anderson (Head Teacher)
- Contact Telephone
- 01925 234699
- Contact Email
- Local Offer Age Bands
- 5-11 - Primary
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
You child’s class teacher along with teaching assistants continually monitor the progress of all children. This is reviewed every term at meetings between assessment coordinator, SENCo and class teacher. In addition the Special Needs Coordinator liaises closely with all Staff. This includes discussions with staff when concerns arise, additional one to one assessment when the need arises, and observation of children in class.
Your child’s teacher and/or the SENCo, Mrs Roberts, will discuss each stage of this process with you.
- How will early years setting/school/college staff support my child/young person?
If you think your child has a special educational need you should speak to your child’s class teacher initially. Your child’s teacher may also speak to the special Needs Coordinator (SENCo) or suggest that you meet with the SENCo.
If you have concerns about your child’s progress you should speak to your child’s class teacher in the first instance. If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCo or Head Teacher. If you are still not happy you can speak to the school SEN Governor.
- How will the curriculum be matched to my child's/young person's needs?
The class teacher will support your child. Where appropriate there will also be support from the SENC, Mrs Roberts, and/or teaching assistant.
The class teacher ensures access to good quality teaching and makes adjustments to the curriculum to meet your child’s individual needs. The class teacher will check on the progress of your child and put in place any additional help your child may need, for example targeted work, additional support, adapting resources. Where appropriate these arrangements are discussed with the SENCo, Mrs Roberts. If necessary the class teacher will plan and monitors personalised targets such Individual Educational Plans for your child and will share these plans with you regularly.
All classes have teaching assistant support. Where appropriate a teaching assistant may work with your child individually or in a small group on personalised targets.
The SENCo, Mrs Roberts, oversees all the support for children with special educational needs so that you are:
- Involved In Supporting Your Child’s Learning
- Kept Informed About The Support Your Child Is Getting
- Involved In Reviewing How They Are Doing
- Part Of Planning Ahead For Them.
The SENCo, Mrs Roberts, liaises with other people who may come into school to help support your child’s learning, for example Speech And Language Therapy, Educational Psychology.
The SENCo, Mrs Roberts, provides specialist support for teachers and support staff in the school so they can help your child achieve the best possible progress in school.
The SEN Governor is Phil Atkinson. He works with the school to understand and monitor the support given to children with special educational needs and disabilities.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
Teaching assistants may be allocated to work with your child in a small group or one-to-one to target more specific needs.
If your child has been identified with special needs they will have a plan such as an Individual Education Plan (IEP) which outlines specific targets. There is on-going monitoring of this plan and it is reviewed three times per year. You and your child are involved in this process. If appropriate, specific resources and strategies will be used to support your child individually and in groups.
Planning and teaching will be adapted on a daily basis to meet your child’s learning needs.
- What support will there be for my child's/young person's overall well being?
You are invited to a Parents’ Evening twice a year where your child’s progress and future steps are discussed. This can include personalised targets such as on Individual Educational Plans. The SENCo, Mrs Roberts, attends these evenings. If your child has personalised targets or an individual Educational Plan you are encouraged to participate in reviewing progress and planning new targets. You can arrange to talk about your child’s needs with the teacher or SENCO, Mrs Roberts, as required.
Sometimes we use link books between families and school to help us communicate with you throughout the week. You are invited to ‘knowledge fairs’ throughout the school year where you can see you child in the class situation.
The progress of all children is assessed every half term and discussed in detail at a meeting attended by the class teacher, assessment coordinator and SENCo, Mrs Roberts.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Your child’s class teacher knows all class members well and is attuned to each child’s emotional needs and provides pastoral guidance where it is needed. If you have concerns about your child’s emotional well-being this is best discussed in the first place with your child’s teacher.
All classes have support from teaching assistants who also know the children well and can mentor and advise as appropriate. Together these adults can spot quickly individuals who are vulnerable and act swiftly and sensitively to support their needs. If appropriate small group interventions are put in place for example to develop social skills or self-esteem.
Children with specific needs such as autism may have support tailored to their needs for example using social stories which can help them communicate more effectively.
The SENCo, Mrs Roberts, supports teachers and teaching assistants with both the informal pastoral guidance and mentoring and with the more structured approaches.
If your child has physical or medical needs a care plan can be set up to outline the provision required so your child can access all aspects of school life as fully as possible. We have clear procedures and policies for administering medicines and dealing with accidents.
Our behaviour policy; which includes guidance on expectations, rewards and sanctions is in place and fully understood by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We can access some services and professionals that are centrally provide by the local authority or health service. The school has access to the local authority Inclusion Service which includes support from the Educational Psychologist who has regular contact with school.
The School Health Advisor is available to discuss matters informally and as the way to access other services and professionals. Speech Therapists, Occupational Therapists, Physiotherapists and Community Paediatricians are some of the people we can access via referral. There are also nurses who specialise in some conditions for example autism or diabetes and can help us and your family in dealing with them.
If we want another service or professional to be involved with your child we will usually need to complete a form and will need permission from you. We will discuss these processes with you. If appropriate we may refer your child to have additional assessment of their learning needs from a specialist teacher.
- How will my child/young person be included in activities outside this classroom including school trips?
The SENCo, Mrs Roberts, has the SENCo qualifications and has many years’ experience working with children who have special educational needs or disability.
Where there is a need the SENCo, Mrs Roberts, trains staff. This can be training a teaching assistant supporting an individual child as well as training for larger groups of staff. Teachers and support staff attend training courses out of school that are relevant to the needs of specific children in their class.
- How accessible is the setting/school/college environment?
We promote involvement of all our learners in all aspects of the curriculum including activities outside the classroom.
Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; if there is an issue around safety due to behaviour we would act in accordance with our behaviour policy; where applicable parents/carers are consulted and involved in planning.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Where there is a need the school makes reasonable adjustments so that the physical and learning environment are accessible. We value and respect diversity in our setting and do our very best to meet the needs of all out learners.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Many of our children move into the Reception class from our Nursery. For these children transition can be made as smooth as possible. This can include familiar staff supporting the transfer. The children from the Nursery and Reception classes share many activities.
The children in key stage one spend time for a range of activities in the key stage two areas. Our teaching assistants, in particular, work across the school and so, are familiar to all children. Our teaching assistants very often support children who find the move to year three more challenging.
Our approach to supporting children who come to us from another school is flexible as we respond to the needs as they arise. Some children need more support than others at these times and we put the appropriate resources and strategies to meet each child’s needs.
We have well established systems to help children in the move to secondary school. We have strong links with our partner schools. Our SENCo, year six teacher and teaching assistant work closely with the special needs department of the secondary school to make sure children with special educational needs or disabilities have the smoothest transition possible. This may include separate meetings with appropriate people and/or additional visits to the secondary school.
- How is the decision made about what type and how much support my child/young person will receive?
Each year the school receives a delegated budget. The Governing Body then sets a budget based on the school’s needs and priorities for the year. As part of the priorities Special Educational Needs resources and staffing are considered and Governors ensure that an appropriate level of funding is designated to SEN to ensure that all children with additional needs are supported and enabled to make progress both academically and socially.
- How are parents involved in the setting/school/college? How can I be involved?
Decisions about the support your child may receive are based on discussions between class teacher and SENCo, Mrs Roberts, for example when planning personal target and also as the result of involvement with outside agencies.
The assessment coordinator, SENCo, and class teacher consult about what additional provision to put in place following pupil progress meetings. Interventions are tracked for impact and outcomes evaluated. The SENCo oversees all additional support and regularly shares updates with the SEN Governor.